Supplemental Comprehension Lessons for Lexia Reading® Core5®

What are they? Created for students in Kindergarten through Grade 5, the Supplemental Comprehension Lessons focus on listening and reading comprehension of stories, plays, poems, and informational texts. These teacher-led lessons are scripted and target specific literacy skills that extend online instruction. These activities can be used with the whole class, small groups, or individual students to emphasize oral expression, writing and peer collaboration.

Lesson Titles Include:

• Compare/Contrast Illustrated Texts • Compare/Contrast Stories • Reading Poems • Types of Texts • Locating Information: Text Features • Reading Stories: Narrators and Characters • Compare/Contrast Informational Texts

• Reading Fiction: Illustrations • Reading Fiction: Points of View • Integrating Information for Research • Reading Information: Point of View • Reading Plays • Reading Information: Primary/Secondary Accounts • Reading Information: Multiple Accounts

Where can they be found? You can find the Supplemental Comprehension Lessons at www.myLexia.com. From the R esources t ab in myLexia, select Core5 Resources Hub i n the Core5 section, then click the Support for Instruction tab. You can view or print Lessons individually or as a grade-level set.

Why are they important? Supplemental Comprehension Lessons allow you to extend instruction p resented in Core5 and to supplement existing classroom instruction. The scripted routines in the Lessons can be used to introduce skills and concepts, and can also be used to provide instruction in additional literacy skills that are not specifically targeted in Core5 online activities. For example, you can use the Lessons to introduce additional literary genres such as poetry and plays and to target skills such as comparing and contrasting ideas across multiple texts.

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Core5 Resources Hub link on myLexia.com

Core5 Resources Hub: Support for Instruction

What do Supplemental Comprehension Lessons look like?Lessons include:

• direct instruction scripts

• guided practice routines

• independent application activities (with answer keys)

• adaptations for remediation and extension

Reproducible resource pages may include:• passages

• illustrations

• graphic organizers

• practice activities

• reading response prompts

How can they be used? Supplemental Comprehension Lessons can be used for instruction with the whole class, small groups, or individual students. The Lessons are organized by grade level, allowing you to identify content that is most appropriate for a class or group of students.

For whole-class instruction: Supplemental Comprehension Lessons are a great resource when you are looking for new ideas to teach each skill. Since the Lessons are structured in a gradual release of responsibility model, they work well as introductory, whole-class instruction. You can use the scripted part of the lesson to teach the skill to the whole class, ensuring students have the related materials listed in the Preparation/Materials section. Use the Wrap-Up section to determine if students could benefit from further scaffolding or are ready to apply the skill to new material.

For small-group work: These Lessons provide ideas for small-group instruction for students who are struggling as well as activity ideas for students who are ready to apply skills to new material. To differentiate for small groups, use the Adaptations section of the Lesson after the skill has been taught. The Wrap-Up provides a question that you can ask to gauge whether the student is “Ready to Move On” or may “Need More Support.” For students who need additional support and instruction, you may consider lessons that are from an earlier grade level.

For individual students: Supplemental Comprehension Lessons can also serve as an intervention tool for students who need additional support with a skill you have taught or for students who consistently struggle in the comprehension strand of Core5. If a student is struggling with grade-level content, consider using a lesson that is from an earlier grade level.

MKC5_SCL-0717© 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners.

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GRADE 1 | ComprehensionReading Poems (Supplemental)

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Which words did I say louder? (twos, shoes) What do you notice about the sounds of twos and shoes? (They sound the same at the end.) The words twos and shoes have the same ending sounds. They rhyme. Now listen as I read the next two lines of the poem.

Read aloud lines 3 and 4, without emphasizing the rhyming words.

Tell me which two words rhyme. (trees, please)

Guided PracticeGive an expressive reading of the poem “Tired,” by Somerville Gibney, gradually reading more slowly and sleepily, and ending with a yawn.

Oh, I’m so sleepy, I’ll lie down to restHere in the sun;Soon will he go to his bed in the west,Day will be done.Oh, I’m so slee...py!Soft is the grass, with the moss peeping through,Just like my bed;Daisies are gazing up into the blue,Over my head.Oh, I’m so slee..p...p...p...

What did you picture while listening to the poem?

Encourage varied responses, making sure that students understand that the setting is outdoors, and the speaker in the poem is lying on the grass.

Ask questions to help students think about the meaning, feeling, and sound effects in the poem, rereading aloud as needed:

What repeated words help you understand that the person in the poem is feeling sleepier and sleepier? (Oh, I’m so sleepy.)

If you were clapping along to the rhythm of this poem, how would your claps change? (Clap slower and slower to show getting sleepier and sleepier.)

Listen as I read the first four lines:

Oh, I’m so sleepy, I’ll lie down to rest Here in the sun; Soon will he go to his bed in the west, Day will be done.

Which pairs of words rhyme? (rest/west, sun/done) What does “Soon will he go to his bed in the west” mean? (The sun sets in the west. The sun is going to sleep, too.)

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GRADE 1 | ComprehensionReading Poems (Supplemental)

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Listen as I read two other lines:

Daisies are gazing up into the blue, Over my head.

What do you picture?

As students respond, guide them to understand that the speaker in the poem is looking up at the blue sky, and the daisies seem to be looking up, too.

Reread the poem, pausing after each phrase or line, so that students can repeat after you.

Independent ApplicationDistribute drawing paper and crayons. Reread the poems “Snowflakes” and “Tired.” Ask students to choose one poem and draw a picture to go with it.

After students have completed their picture, help them to write a caption for it using words or lines from the poem.

Wrap-UpCheck students’ understanding.

How can you tell that you are listening to a poem and not a story?

Encourage a variety of responses based on the instruction in this lesson. For example: A poem is shorter. A poem describes one thing. A poem is more like a song. A poem has a rhythm you can clap to. There might be rhymes in a poem. You can listen for repeated words.

Use students’ responses to guide your choice of activities in the Adaptations section on the following page.

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GRADE 1 | ComprehensionReading Poems (Supplemental)

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Adaptations

For Students Who Need More Support

Repeat a simple poem or nursery rhyme for students to practice until they can recite it from memory. After students recite the poem, draw attention to rhyming words, rhythm, and repeated words and sounds. Examples:

Rain, rain, go away;Come again another day;Little Harry wants to play.

Hey! Diddle diddleThe cat and the fiddleThe cow jumped over the moon.The little dog laughedTo see such funAnd the dish ran away with the spoon.

For Students Ready to Move On

Focus on sensory words by guiding students to write a riddle poem, in which the next-to-last line is “What is it?” Start by choosing a topic with students, such as a kind of weather, a familiar place, a food, or an animal. Then display a chart to fill out with descriptive words that students suggest about the topic. The example below shows entries in all the columns; only two or three columns may have entries with other topics.

See Hear

shinybeautiful brownsmooth

mmmmmslurp

Touch or Feel Taste or Smell

cool on the tongue sweetyummy

After generating sensory words and phrases, guide students to create the lines of a poem to describe their topic. Then add the riddle and the answer. Write and display the poem to read aloud with students. For example:

Beautiful brown,Shiny,So smooth,In a spoon.I slurp.Cool on my tongue,Sweet and mmmm, yummy!What is it?Chocolate ice cream!

Script page 1

GRADE 1 | ComprehensionReading Poems (Supplemental)

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Direct Instruction

Today we’ll be learning about poems, and what makes a poem different from other kinds of writing. Let’s start by listening to a poem called “Snowflakes.” As you listen, form pictures in your mind.

Give an expressive oral reading of the nursery rhyme:

The snowflakes are falling by ones and by twos;There’s snow on my jacket, and snow on my shoes;There’s snow on the bushes, and snow on the trees.It’s snowing on everything now, if you please.

Ask students what they pictured when they heard the poem. Encourage them to give details about what is in the scene, and who might be speaking the words in the poem.

This poem helps me picture white snowflakes falling more and more heavily, and piling up everywhere. In a poem, words may be repeated to show a big idea. Listen as I reread the poem. Every time you hear the word snow, raise your hand.

Reread the poem so that students can identify the repeated word snow.

Hearing the word snow again and again helps us picture all that snow falling and piling up!

A poem often has rhythm. The rhythm in a poem makes it like a song that we can clap to. Listen as I read the poem again. Clap along to hear the rhythm.

Reread the poem. Model clapping to the beat of its lines—four claps to a line—as students clap along.

We’ve seen that a poem can help us form pictures in our mind. We know that a poem may have repeated words. A poem has rhythm. There’s something else that a poem may have. Listen as I read the first two lines of the poem, and pay special attention to the words that I say loudly.

Read aloud just the first two lines, using a louder voice to say twos and shoes.

DescriptionSupplemental Lexia Lessons can be used for whole class, small group or individualized instruction to extend learning and enhance student skill development. This lesson is designed to help students recognize that sound, meaning, and feeling are combined in a poem. Students also learn the terms rhythm and rhyme and use them to talk about poetry.

Teacher Tips

You can adapt this lesson for older students by showing them the poems in this lesson and reading together.

Preparation/Materials

• Drawing paper and crayons